Relevant bibliographies by topics / Sexual harassment in education – Lesotho

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sexual harassment in education – Lesotho'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Sexual harassment in education – Lesotho"

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Curtis, Claire P. "Sexual Harassment." Teaching Philosophy 26, no. 1 (2003): 111–14. http://dx.doi.org/10.5840/teachphil20032618.

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Middlemiss, Sam, and Rachel Stewart. "Sexual harassment in education." Education and the Law 5, no. 4 (January 1993): 189–97. http://dx.doi.org/10.1080/0953996930050402.

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Weston, Ralph. "Sexual Harassment." Community & Junior College Libraries 8, no. 1 (November 14, 1995): 37–61. http://dx.doi.org/10.1300/j107v08n01_07.

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Nora, L. M. "Sexual harassment in medical education." Academic Medicine 71, no. 1 (January 1996): S113–8. http://dx.doi.org/10.1097/00001888-199601000-00061.

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Eckert, Stine, and Linda Steiner. "Sexual Harassment in Media Education." Communication, Culture and Critique 11, no. 3 (July 31, 2018): 484–88. http://dx.doi.org/10.1093/ccc/tcy017.

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Fasting, Kari, and Celia Brackenridge. "Coaches, sexual harassment and education." Sport, Education and Society 14, no. 1 (February 2009): 21–35. http://dx.doi.org/10.1080/13573320802614950.

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Brown, Ralph S., Matthew W. Finkin, Betsy Levin, Carol Simpson Stern, Judith J. Thomson, and Linda E. Fisher. "Academic Freedom and Sexual Harassment." Academe 80, no. 5 (1994): 64. http://dx.doi.org/10.2307/40250671.

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Smit, Denine, and Voet Du Plessis. "Sexual Harassment in the Education Sector." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, no. 6 (June 9, 2017): 172. http://dx.doi.org/10.17159/1727-3781/2011/v14i6a2613.

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Education should safely shape the minds and attitudes of young adults and children, especially with the in loco parentis principle in mind. Young adults who have experienced sexual harassment in the very environment that should have protected them as learners suffer greatly from social problems and from emotional and academic strain. Victims often become future harassers themselves. Sexual harassment should be eradicated from the education sector in toto to ensure a safe learning environment. High incidences of harassment have been found among college students in America, while a very small percentage of such transgressions have been reported. Similar statistics in South African universities are not available, the problem is therefore managed in a void. The position in schools is more alarming. In South Africa it has been found that 30 per cent of girls are raped at school and that male learners and educators are the main culprits. Not only is the magnitude of this problem gravely underestimated, but the effect of sexual harassment on learners has also not been managed properly. The authors argue that the focus is on avoiding legal responsibility and accountability, rather than on being proactive. The historic invisibility of sexual harassment in education can be attributed to the wrongful silencing thereof.
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Stanko, Elizabeth A. "Intimidating education: Sexual harassment in criminology." Journal of Criminal Justice Education 3, no. 2 (November 1992): 331–40. http://dx.doi.org/10.1080/10511259200082701.

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Steiner, Linda. "Addressing sexual harassment in journalism education." Journalism 20, no. 1 (December 19, 2018): 118–21. http://dx.doi.org/10.1177/1464884918809272.

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Dissertations / Theses on the topic "Sexual harassment in education – Lesotho"

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Abel, Kimberly. "Where Sexual Harassment, Sexual Violence and Title IX Intersect." Thesis, Point Park University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286107.

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Sexual harassment and sexual violence are complex social issues and a prevalent problem on college and university campuses. College students are an “at risk” population because of their age, developmental stage, proximity to one another, and their access to social activities influenced by peer pressure, alcohol, and other drugs. In this study, the researcher examined the phenomenon of sexual harassment and sexual violence on college and university campuses in relation to Title IX legislation and guidance through the U. S. Department of Education, Office for Civil Rights finding letters and the college and university voluntary resolution agreements from 21 cases. Title IX of the Education Amendments of 1972 prohibits the discrimination by gender to any educational program or activity. Sexual harassment and sexual violence are considered to be forms of sex discrimination. Applying a pragmatic worldview and interpretive lens, the researcher completed a qualitative document analysis of the case documents, using a framework modeled after Coffey’s (2014) work. The researcher completed an inductive coding analysis of the documents to identify patterns related to the nature of sexual harassment and sexual violence, Title IX legislation and OCR guidance, and the complaints, finding of violations, and the resolution strategies outlined in the voluntary agreements. As one of the first qualitative studies of the OCR investigation and resolution documents, the results provide a broad introduction to the existence of sexual harassment and sexual violence in the studied cases, the role of Title IX and its influence and impact on college campuses, and the strategies identified to respond to the identified violations and initiatives put in place to prevent and respond to future occurrences.

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Clarke, Helen. "Sexual harassment in higher education : a feminist poststructuralist approach." Thesis, University of Derby, 2012. http://hdl.handle.net/10545/311445.

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This study focuses upon the relatively unexplored area of sexual harassment in British universities. In sum, the thesis suggests that although MacKinnon's (2004) aim is to enable women to feel more powerful and less stigmatised, the contribution of feminist harassment discourses may, in part, generate in some women an understanding of powerlessness and vulnerability. In particular, it suggests seemingly prevailing discourses surrounding sexual harassment in higher education and considers if and how the women interviewed define themselves through these discourses. Thus, by exploring the power effects of and resistances to these suggested prevailing discourses, it is possible to infer the degree to which these discourses may have constituted the participants' subjectivities. Further, the thesis argues that feminist harassment discourses may have generated specific effects of power with regard to my participants. That is to say, many of my participants seem to understand sexual harassment as exploitative behaviours rooted in the unequal distribution of ascribed power in higher education. Feminism's understanding of power as a static and gendered appears to have generated for the participants, at least in part, the understanding that sex at work is used to humiliate and degrade women, maintaining and reproducing ascribed notions of power. For this research, twenty-four unstructured interviews were carried out with women who had identified themselves as having experienced sexual harassment within higher education, either as a student or a member of staff, or who had witnessed events they had defined as sexual harassment. This was a passionately interested form of inquiry, recognising the partial nature of knowledge and identifying my political positionings (Gill 1995; Aranda 2006). The analysis is Foucauldian oriented, understanding power as fluid - rather than possessed - and as generating particular ways of being. In addition, although it notes that the participants did resists specific effects of power, this resistance always takes place from a new point of power and does not, therefore, carry us beyond power into a power free space. The prevailing discourses suggested from my data are: the 'grades for sex' discourse; the 'all boys together' discourse; the 'trustworthy lecturer' discourse; the 'knickers in a twist' discourse; and the 'sexual harassment as unwanted sexual behaviour' discourse. Supervisors: Dr. Kristin Aune and Dr. Gordon Riches
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Hornsby, Eunice Ellen. "Sexual harassment of women adult educators by their students /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958847241.

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Chesire, David J. Hesson-McInnis Matthew S. "Test of an integrated model for high school sexual harassment." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196663.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 18, 2006. Dissertation Committee: Matthew S. Hesson-McInnis (chair), John B. Pryor, Eros R. DeSouza, Adena B. Meyers, Kathleen McKinney. Includes bibliographical references (leaves 130-152) and abstract. Also available in print.
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Barnett, Margaret Ann. "An analysis of student sexual harassment policies in central California schools." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2760.

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The purpose of this descriptive study was to determine if public school districts in California have policies which manage student-to-student sexual harassment in grades four through eight according to established criteria. Seven general questions were generated from the literature review and then subdivided into 23 specific questions. In the policy analysis, it was determined whether each of the 23 variables was included and how explicitly the information was stated according to a five-point Likert scale. It also was noted whether school district student sexual harassment policies matched the wording of the California School Boards Association sample policy on each item. The policies of 118 school districts from 14 central California counties were analyzed. Written surveys also were collected from the 118 districts and provided background information. Variables included the range of grades within districts (K-12/Adult, K-12, K-8, K-6, and 7-12), site of district, and location (urban, suburban, or rural). In addition, ten district administrators were contacted in telephone interviews. They were asked questions about the extent of student-to-student sexual harassment in their district and the effectiveness of their policies. Administrators also were questioned about the type and extent of preventive training provided by their district for students and staff members. There were no major differences between policies when analyzed by grade range, location, or size, and the analysis shows that even the best policies did not contain all the information which was recommended in the literature review. Four policies were assigned a rating of "good." There were 55 policies that were considered "average," 50 policies which were labeled "poor" and 10 policies which were "very poor." It was recommended that school administrators review their existing policies and revise them as necessary to reflect the findings of this study. It is further recommended that more extensive preventive training should be given to staff members and students. Further research should be done to determine how explicit student sexual harassment policies are in the other 44 California counties as well as school districts in other states.
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Crayton, Sondra L. "An examination of the effects of sexual harassment on womens' conceptual systems /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958843935.

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Hangartner, Renee R. Brown. "The Association between Sexual Harassment and Suicidality Among College Women." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1604796.

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The prevalence of sexual harassment among college women has been reported to range from 33% to 97% (Klein, Apple, & Khan, 2011; Yoon, Funk, & Kropf, 2010) across the lifespan. In any one year of college, the prevalence of sexual harassment reported by women ranges from 33% to 57% (Crown & Roberts, 2007; Huerta, Cortina, Pang, Torges, & Magley, 2006). The severity and frequency of sexual harassment has been found to be related to reports of psychological distress (Nielsen & Einarsen, 2012), feelings of shame (Yoon et al., 2010), anxiety and depression symptoms (Murdoch, Pryor, Polusny, & Gackstetter, 2007), and social isolation (Pershing, 2003). These consequences of sexual harassment are concerning given the association between depression, isolation, and suicidality (Boardman, Grimbaldeston, Handley, Jones, & Willmott, 1999; DeWall, Gilman, Sharif, Carboni, & Rice, 2012). While there are numerous studies documenting the negative consequences experienced by women who are sexually harassed, little is known about the relationship of sexual harassment to the more severe negative outcomes of suicidal ideation and self-harm behaviors and what variables might facilitate this hypothesized relationship. Thus, the purpose of this study is to explore whether the experience of sexual harassment is related to increased suicidality and if this hypothesized relationship is mediated or moderated by other factors such as an individual’s response style and/or degree of connection to or isolation from others.

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Gimlin, April, Courtney A. Crittenden, April Bennett, and Tammy S. Garland. "Exploring Faculty and Students' Attitudes About Consensual Sexual Relationships and Sexual Harassment on College Campuses." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/218.

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Over the last several years, there has been an increased awareness regarding consensual sexual relationships (CSRs) between professors and students. Specifically, there has been a growing movement for academic institutions to develop policies addressing, discouraging, and/or prohibiting these relationships due to the potential for sexual harassment cases. Even though the appropriateness of such relationships has been widely debated among the university community, a limited amount of empirical work has examined this issue with the majority focusing on attitudinal studies. The current exploratory study consists of a content analysis of 278 faculty and student responses to the question, “If there is a difference between consensual sexual relationships and sexual harassment, what is it?” Responses indicate that there are several overlapping themes for both faculty and students in how they view these differences, with a large number of responses specifically indicating themes such as “CSR is consensual” while “sexual harassment is one sided.” There are also some unique perspectives given by faculty regarding the complexities and acceptability of CSRs, who are generally more specific and nuanced in their answers. Considering the complexities of this issue, it is the recommendation of the current study that much more research fully exploring the attitudes of faculty and students is needed to develop a well-rounded and comprehensive policy.
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Boileau, Kristin. "Teacher's awareness, knowledge, and perceptions of student-to-student sexual harassment occuring in the educational setting." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003boileauk.pdf.

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Kalmelid, Nesim. "Sexual Harassment in School : Descriptions, Explanations and Solutions among Participants." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-30753.

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Sexual harassments in schools have been identified as one of the factors preventing girls from attending education. Moreover, both female and male students who attend education and witness male teachers harassing female students may perpetuate this behaviour. In Mozambique, research addressing sexual abuse and harassments in school focus on the fact that decrees and policies on zero-tolerance against sexual abuse are not followed up properly. There is little research addressing how students perceive the issue, and even less on male students’ understanding of the phenomenon in relations to female students’ understanding. This study took place at two schools in Maputo, Mozambique, and examines what approach students in secondary school and university, as well as adults working around these students have upon sexual harassments and abuse in school. Furthermore, officials and informants at NGOs addressing gender issues and sexual harassments in schools were interviewed. The purpose was to find out how the informants described the phenomenon, what they believed were the reasons behind it and how they thought it could be prevented. The result has been analysed through a gender and power analysis. The study uses the social constructionist theory of gender, recognising that gender is constructed through interaction and expectations of people (Francis & Skelton 2005:28), and Collen’s (1996) theory of hegemonic masculinity, which explains how the patriarchy is legitimised. Further, in order to analyse the result, Allen’s (1998) theories of power-over, power-to and power-with as well as Lukes’ (2005) theories of different dimensions of power have been used. The informants described sexual harassments as occurring between male teachers and female students at the schools. However, there was a discrepancy between the male and the female students’ perception of whether it is the male teacher or the female student who is the harasser. Despite this, the informants agreed on sexual harassments occurring between female teachers and male students being rare. The explanations to why it occurs range from the patriarchal structures, myths claiming that an older man is given good luck if having sex with a virgin, the female students’ fear of failing in school if not saying yes to the teacher, her interest in getting material benefits and her lack of interest in studying, to the male teacher’s lack of ability to control himself sexually. The different explanations were given depending on how the informant described the phenomenon. This also led to different conclusions to what should be done to come to an end to sexual harassments. An issue brought up was the difficulties to report harassments and the lack of punishment towards the teachers. Further, some believed that the female students should be subjected to awareness raising in order to dress properly and focus on the studies. While the risk of the male students perpetuating the behaviour of male teachers harassing female students is prevalent, the female students interviewed have the power to say no to the teachers, but not the power-to report. There are a number of organisations addressing the issue in different ways and there are regulations on how to report. However, in order to work holistically with the issue, the male students have to be included in the work and the organisations have to co-ordinate their measures in order to find a solution to the problem.
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Books on the topic "Sexual harassment in education – Lesotho"

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Green, Lee E. Sexual harassment in schools & athletics programs: A comprehensive guide to preventing sexual harassment sexual harassment claims in schools & sports programs. [Baldwin KS]: Sports Law Publishing, 1999.

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McLaughlin, Miriam Smith. Preventing sexual harassment in schools. Springfield, NJ: Enslow Publishers, 1999.

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Larkin, June. High school education kit on sexual harassment. Toronto: Green Dragon Press, 1997.

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Larkin, June. High school education kit on sexual harassment. Toronto: Green Dragon Press, 1997.

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Phi Delta Kappa. Educational Foundation., ed. Establishing school policies on sexual harassment. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1994.

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Smith-Rex, Susan J. Title IX and sexual harassment. [Newton, MA]: WEEA Resource Center, 1998.

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Education, Toronto Board of. Know your rights--: Sexual harassment policy. Toronto: The Board, 1992.

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Britwum, Akua O. Confronting sexual harassment in Ghanaian universities. Accra: Ghana Universities Press, 2006.

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Sexual harassment: A challenge to schools of education. Washington, DC: American Association of Colleges for Teacher Education, 1995.

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Paludi, Michele Antoinette. Sexual harassment in education and work settings: Current research and best practices for prevention. Santa Barbara, California: Praeger, 2015.

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Book chapters on the topic "Sexual harassment in education – Lesotho"

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Hagedorn, Linda Serra. "Cruel Environments: Sexual Abuse and Harassment in the Academy." In Higher Education: Handbook of Theory and Research, 398–436. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-3955-7_10.

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Magaji, Alheri Bawa, Juliet E. Ikhide, A. Tarik Timur, and Seldjan Timur. "Sexual Harassment in Higher Education: Students’ Perceptions and Attitudes." In Lecture Notes in Management and Industrial Engineering, 40–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42416-9_5.

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Sundaram, Vanita. "Gender, Sexuality and Global Citizenship Education: Addressing the Role of Higher Education in Tackling Sexual Harassment and Violence." In The Palgrave Handbook of Global Citizenship and Education, 409–23. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59733-5_26.

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Sinha, Madhumeeta. "Starting with Sexual Harassment." In Starting with Gender in International Higher Education Research, 179–96. Routledge, 2018. http://dx.doi.org/10.4324/9781315100906-11.

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Price, Pamela Y. "Eradicating Sexual Harassment in Education." In Directions in Sexual Harassment Law, 60–65. Yale University Press, 2003. http://dx.doi.org/10.12987/yale/9780300098006.003.0005.

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Creaser, Fiona. "Sexual harassment, pregnancy discrimination, and power harassment." In Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter, 267–82. Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/11/20.

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Fiona Creaser brings to us in her chapter resources in how to recognize and respond to the very real difficulties that women can face in their workplaces in the form of sexual harassment, workplace bullying, and maternity harassment. Through a detailed explanation of these different types of harassment, the reader can understand the warning signs of such behaviors and risks. She also provides resources on how to navigate one’s way through the systems that are in place to help those in such situations.
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Gibbon, Thomas C., and David F. Bateman. "Title IX and Sexual Harassment." In Sexual Misconduct in the Education and Human Services Sector, 102–21. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0657-7.ch006.

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This chapter addresses the application of Title IX to protect students from sexual harassment and assault in schools and human service organizations. The United States continues to need this legislation to protect students and other vulnerable populations. Title IX recognizes that sexual harassment can happen between males and females or within genders. Age is not a limiting factor in sexual harassment cases. The law is designed to protect victims regardless of the source of the alleged abuse. Institutions must designate a Title IX Coordinator, create and publicize policies and procedures, and regularly train students and employees. When a complaint is being investigated, the institution must protect the privacy of the victim, protect the victim's safety, document the steps taken, and act promptly. Students can sue for damages if the school does not comply with Title IX procedures. This chapter was meant as an overview of this topic. The authors strongly recommend seeking legal counsel for any specific questions about a violation of Title IX.
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"Of Butterflies and Birds: Helping Women Deal with Sexual Harassment." In Sexual Harassment and Higher Education, 72–96. Routledge, 2012. http://dx.doi.org/10.4324/9780203054628-10.

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"Male Students: The Invisible Casualties." In Sexual Harassment and Higher Education, 97–114. Routledge, 2012. http://dx.doi.org/10.4324/9780203054628-11.

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"Losing the Way: The Myths of Consent." In Sexual Harassment and Higher Education, 115–49. Routledge, 2012. http://dx.doi.org/10.4324/9780203054628-12.

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Conference papers on the topic "Sexual harassment in education – Lesotho"

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Indrayani, Sheira Ayu, Aceng Ruhendi Saifullah, and Dadang Sudana. "Language Usage in the Comments Section of Sexual Harassment News." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009001004390446.

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Han, Bo. "Research on the Regulatory Path of Leading Cadres’ Sexual Harassment*." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.190.

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Rahmah, Selik Zakiyah, and Dadang Sudana. "The Representation of Harassment Object in Incident of Cyber Sexual Abuse." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.103.

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Mehmood, Sumara, and Chong Li. "Travel Freedom, Sexual Harassment and Family Support to Female Higher Education in Pakistan." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.28.

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Hidaayah, Nur, and Rizqa Faeiqah. "The Effect Of Sexual Education Of Prevention Sexual Harassment In Children Age Schools In Sd Darul Ulum Bungurasih Waru Sidoarjo." In Proceedings of the Third International Seminar on Recent Language, Literature, and Local Culture Studies, BASA, 20-21 September 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2297047.

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Perry Evenstad, Jan, and Carmen Sanjurjo. "BARRIERS TO LEARNING: SEXUAL HARASSMENT AND DATING VIOLENCE IN K-12 EDUCATION IN THE UNITED STATES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0432.

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Alarcón-González, Francisco Javier, Raquel Barreda-Tarrazona, Francisco Barros-Rodríguez, María Belén Blázquez-Vilaplana, Raquel Vela-Díaz, and María Isabel Villar-Cañada. "ANALYSIS OF THE UNIVERSITY SEXUAL AND GENDER BASED HARASSMENT PROTOCOLS IN SPAIN: SITUATION DIAGNOSIS IN HIGHER EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1271.

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LG, Helena. "Punishment for perpetrators of sexual harassment against women, as victims in the rich world in Indonesia." In Proceedings of the 2nd International Conference on Law, Social Sciences and Education, ICLSSE 2020, 10 November, Singaraja, Bali, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.10-11-2020.2303451.

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Firman, Firman, Herman Nirwana, Yeni Karneli, Rezki Hariko, and Syahniar Syahniar. "The Effectiveness of Information Service in Improving Students’ Self Control Against Sexual Harassment in Vocational School in Padang." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.162.

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Ashford, Tina, and Linda Davis. "Defining Professional Behavior: A Situational Look at Ethics in the Classrooms and Laboratories of American Colleges and Universities." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2998.

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This paper is designed to help identify specific behaviors that present challenging decisions for faculty in terms of questionable ethical behavior or conflicts of interest and ways to deal with the various situations. The behaviors are divided into five sections: 1) Dishonest or unethical behavior in teaching 2) Dishonest or unethical behavior in research 3) Sexual Harassment 4) Neglect of University-related duties and responsibilities 5) Unauthorized use of University facilities, equipment, materials, data, properties or service. Through the use of scenarios, a guided discussion of the various ethics involved in each scenario will be conducted. The sets will be followed by suggested ideas that may guide the practice of faculty professionals, as well as those behaviors that would constitute misconduct.
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Reports on the topic "Sexual harassment in education – Lesotho"

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Sabogal-Cardona, Orlando, Lynn Scholl, Daniel Oviedo, Amado Crotte, and Felipe Bedoya. Not My Usual Trip: Ride-hailing Characterization in Mexico City. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003516.

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With a few exceptions, research on ride-hailing has focused on North American cities. Previous studies have identified the characteristics and preferences of ride-hailing adopters in a handful of cities. However, given their marked geographical focus, the relevance and applicability of such work to the practice of transport planning and regulation in cities in the Global South is minimal. In developing cities, the entrance of new transport services follows very different trajectories to those in North America and Europe, facing additional social, economic, and cultural challenges, and involving different strategies. Moreover, the determinants of mode choice might be mediated by social issues such as the perception of crime and the risk of sexual harassment in public transportation, which is often experienced by women in large cities such as Mexico. This paper examines ride-hailing in the Metropolitan Area of Mexico City, unpacking the characteristics of its users, the ways they differ from users of other transport modes, and the implications for urban mobility. Building on the household travel survey from 2017, our analytical approach is based on a set of categorical models. Findings suggest that gender, age, education, and being more mobile are determinants of ride-hailing adoption. The analysis shows that ride-hailing is used for occasional trips, and it is usually done for leisure and health trips as well as for night trips. The study also reflects on ride-hailings implications for the way women access the city.
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